scholarly journals Investigating Metacognitive Strategies for overcoming Barriers to Reading Comprehension: Insights from a Pakistani Context

2018 ◽  
Vol 6 (1) ◽  
pp. 37-52
Author(s):  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi ◽  
Zaimuariffudin Shukri Nordin ◽  
Jam Khan Muhammad ◽  
Rubina Shaheen Arain
Keyword(s):  
Reading Comprehension ◽  
Focus Group ◽  
Engineering Students ◽  
Focus Group Interview ◽  
Research Work ◽  
Metacognitive Strategies ◽  
First Year ◽  
Reading Practice ◽  
Audio Tape ◽  
First Year Students

Abstract The main aim of this research was to investigate metacognitive strategies through reading comprehension practice by first year students of engineering departments. The students of four engineering departments were selected as the participants in this research work. The qualitative instrument based on focus group interview was used for collecting data from first year students of four engineering departments to know the perceptions and their needs to develop reading comprehension through metacognitive strategies. The researchers developed interview questions for this study. These questions were validated by two experts of faculty of cognitive science and human development at university Malaysia Sarawak. The researchers obtained permission from the chairmen of four departments at a university in Pakistan. Almost 8 groups consisting of 5 informants in each participated in this research. The data was documented by using audio-tape; NVivo software, version 8 was used to organize data for obtaining main themes of the study. This research generated the most important themes for the interpretation of the results. The study contributed the most promising results which revealed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This research suggested administrators, teachers, and curriculum designers to design and implement reading comprehension courses and syllabus for first year engineering students.

scholarly journals Reading Comprehension and Metacognitive Strategies in First Year Engineering University Students in Pakistan

2018 ◽  
Vol 8 (6) ◽  
pp. 78
Author(s):  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi ◽  
Stephen John ◽  
Jam Khan Mohammad ◽  
Masood A. Memon ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Classroom Practice ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
First Year ◽  
Reading Practice ◽  
Focus Group Interviews ◽  
Reading Text ◽  
Group Interviews ◽  
Main Ideas

The paper investigates the use of metacognitive strategies by first year engineering students at the time of classroom practice on reading text. The study was conducted in four engineering departments of a university in Pakistan. Data was collected through focus group interviews of first year engineering students. The researchers developed interview questions which were validated by two experts at university Malaysia Sarawak. Students were divided into 8 groups and each group had 5 informants.  The data was recorded in audio-tape and organized gathered data through NVivo version 8 for interpretation of the results. The most important themes were generated through data analysis including thinking through images of the texts, selecting the main ideas, selecting the topic sentences, scanning of the texts, summarizing of the texts, and Questioning. The study contributed theoretically by giving the most promising results which showed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This study proposed to develop reading comprehension courses and syllabus based on reading strategies for engineering students. 

scholarly journals A Quantitative Research for Improving Reading Comprehension of First Year Engineering Students of QUEST, Pakistan Through Metacognitive Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 73
Author(s):  
Zaimuariffudin Shukri Nordin ◽  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Engineering Students ◽  
Reading Proficiency ◽  
Metacognitive Strategies ◽  
First Year ◽  
Course Material ◽  
The Mean ◽  
Effective Reading Strategies ◽  
Scaffolding Strategies

This quantitative research investigates first year engineering students’ reading comprehension using the different metacognitive strategies and scaffolding strategies. The research was undertaken at QUEST, Nawabshah, Pakistan. The respondents of this research were taken from four engineering departments including Mechanical Engineering, Energy and Environmental Engineering, Electrical Engineering, and Computer System Engineering. A set of questionnaire was used among 311 respondents. The data was analyzed using descriptive statistics to analyze research variables through SPSS 17 for producing the Percentages, Mean and Standard Deviation of the data. The results acquired from data suggested that the engineering respondents used their metacognitive strategies in order to make their comprehension easy to apprehend the meaning of reading passages. This research also revealed the average uses of twenty important categories on metacognitive strategies as reported by engineering respondents. The mean score for ‘I often find that I have been reading for class but don’t know what it is all about’ category (M = 2.65) was rated by the respondents of this research as the highest; while the mean score for ‘reading instructions carefully before beginning a task’ (M = 1.54) was rated as the lowest. The results also showed that the respondents of this study revealed the average uses of the twelve important categories of scaffolding. However, the mean score for ‘When studying this course I often set aside time to discuss the course material with a group of students from the class’ category (M = 2.29) was the highest for all respondents; whereas, the mean score for ‘I ask teachers/students for help when they do not understand’ (M = 1.37) was the lowermost. However, no category of metacognitive strategies and scaffolding fell into low level of usage. To sum up, results are presented for developing effective reading strategies for engineering students to improve their reading proficiency.

scholarly journals Measuring Reliability of Metacognitive Strategies in Reading Comprehension Questionnaire: A Pilot Study on First Year Engineering Students in Pakistan

2016 ◽  
Vol 1 (2) ◽  
pp. 11-19
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin
Keyword(s):  
Reading Comprehension ◽  
Pilot Study ◽  
Psychometric Properties ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
First Year ◽  
Thought Processes ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Alpha Reliability

This study aimed to investigate the reliability (psychometric properties) of the metacognitive strategies questionnaire piloted on Pakistani engineering students of QUEST, Nawabshah. The questionnaire had four parts including demographic, reading comprehension, metacognition, and scaffolding having 53 questions that were tested on 37 first year engineering students. The Cronbach’s Alpha reliability was measured through SPSS 17. The results showed that the Cronbach’s Alpha reliability concerning reading comprehension ranged from .826-.842, metacognitive strategies ranged from.830-.839, and the reliability of scaffolding ranged from .829-.837. Therefore, the results from the pilot study showed that the questionnaire needed to be used without any modification in the actual study.Keywords: metacognition; cognition; thought processes; meta-comprehension

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

scholarly journals What Can Students’ Bibliographies Tell Us?- Evidence Based Information Skills Teaching for Engineering Students

2006 ◽  
Vol 1 (2) ◽  
pp. 12 ◽  
Author(s):  
Fei Yu ◽  
Jan Sullivan ◽  
Leith Woodall
Keyword(s):  
Web Sites ◽  
Engineering Students ◽  
Chemical Engineering ◽  
First Year ◽  
Journal Articles ◽  
First Year Students ◽  
Internet Resources ◽  
Information Skills ◽  
Upper Level ◽  
Department Faculty

Objective - This project sought to identify students’ strengths and weaknesses in locating, retrieving, and citing information in order to deliver information skills workshops more effectively. Methods - Bibliographies submitted from first-year engineering and second- and fourth-year chemical engineering students’ project reports were analysed for the number of items cited, the variety of items cited, and the correct use of citation style. The topics of the project reports were also reviewed to see the relationships between the topics and the items cited. Results - The results show that upper level students cited more items in total than did lower level students in their bibliographies. Second- and fourth-year engineering students cited more books and journal articles than first-year students cited. Web sites were used extensively by all three groups of students, and for some first-year students these were the most frequently used sources. Students from all three groups had difficulties with citation style. Conclusion - There was a clear difference in citation frequency between upper and lower level engineering students. Different strategies of information skills instruction are needed for different levels of students. Librarians and department faculty members need to include good quality Internet resources in their teaching and to change the emphasis from finding information to finding, interpreting, and citing accurately.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Content Type ◽  
Spanish Higher Education ◽  
Percentage Measure ◽  
University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

CAD Platform Independent Software for Automatic Grading of Technical Drawings

2017 ◽  
Author(s):  
Sanchit Ingale ◽  
Anirudh Srinivasan ◽  
Diana Bairaktarova
Keyword(s):  
Engineering Students ◽  
Spatial Reasoning ◽  
Learning Experience ◽  
Spatial Visualization ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Students Success ◽  
Mechanical Objects

Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.

scholarly journals THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND READING COMPREHENSION OF THE FIRST YEAR STUDENTS OF SMPN 1 CISARUA BANDUNG BARAT

2020 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Pilli Parliyah ◽  
Tanty Khotimah
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Quantitative Method ◽  
Reading Motivation ◽  
First Year ◽  
First Year Students ◽  
Comprehension Skill ◽  
Correlational Research ◽  
Academic Year

The objective of this study is to know the correlation between students’ motivation and their achievement in reading comprehension. The research used quantitative method and correlational research as design. The population of the study was the seventh grade students of Junior High School 1 cisarua, Kabupaten Bandung Barat in academic year 2017/2018 with total number 395 students and the sample in this study is 32 students. Instruments for data collection were the questionnaire to find out students’ motivation and the reading comprehension test. Pearson Product Moment was used to analyze the data and the hypothesis testing was computed by applying SPSS version 22. It was found that there is a significant correlation between students’ motivation and their achievement in reading because the correlation coefficient was 0.658. It was classified into high correlation . Thus, there is a significant correlation between reading motivation and reading motivation. The result can be interpreted that students’ motivation had strong effect to reading comprehension skill.  It is suggested the English teachers have to create teaching strategies that will motivate the students to read in class.Keywords: Correlation, students’ motivation, reading, achievement. 

scholarly journals Evaluating Students’ Achievement Test in Reading for Interpretation

2018 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Aisyah Aisyah
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Achievement Test ◽  
First Year ◽  
English Department ◽  
First Year Students ◽  
The Subject

Reading is one of the important subjects in learning foreign language. Based on the curriculum 2014 in English Department, reading has some series. In order to get satisfying result of students in reading comprehension, the lecturer should know about the students’ achievement in comprehending the text. By knowing students’ achievement in reading for interpretation, the lecturer will know what they will do for the next and what should the lecturer give more attention to. This research is aimed to know the students’ achievement in comprehending the text. The subject of this research is the first year students of English department.This research is expected to give contribution for some aspects. For the students, it is expected to give information and feedback to the students about their competence in reading. For the teacher, this research is expected to give information for the lecturer about the students’ error in comprehending the text.

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